Lisa Zawilinski

The New Literacies of Online Reading Comprehension: Expanding the Literacy and Learning Curriculum.

This commentary explores a central issue for our times, online reading comprehension. It first defines three issues that have largely gone unnoticed as the Internet enters our classrooms: 1) literacy has become deictic; 2) effective online information use requires additional online reading comprehension practices, skills, and dispositions; and 3) misalignments in public policy, assessment, and instruction impede our ability to prepare students for the effective use of online information and communication. It analyzes the Common Core State Standards for Reading and Writing in the U. S. and the Australian National Curriculum in relation to elements of online reading comprehension. It argues that continued misalignments especially jeopardize opportunities for those students in districts that are economically challenged.

Comments on Greenhow, Robelia, and Hughes: Expanding the New Literacies Conversation

Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.

Collaborative Literacy: Blogs and Internet Projects.

Popular technologies offer new and exciting ways to capitalize on the strengths of authentic writing, the power of the writing process, and the engagement of collaborative writing. Blogs are one of those technologies. Blogs are websites that allow individuals to create personal webpages of text, pictures, graphics, videos, and other multimedia with the same ease as creating a word processing document. Unlike traditional websites, however, they provide a space where people can post comments and engage in online conversations. Collaborative Internet projects are another way to use technology in the classroom. Such activities can result in increased motivation and literacy engagement as students read, write, create, and produce for meaningful and authentic purposes.

The New Literacies of Online Reading Comprehension: New Opportunities and Challenges for Students with Learning Difficulties

Improving the ability to read and comprehend, especially for students who struggle with reading, is one of today’s most pressing educational priorities (Fuchs & Fuchs, 1994; Snow, Burns, & Griffin, 1998). Despite extensive efforts, many students continue to struggle with reading, increasing the possibility that they will drop out of school (Hammond, Linton, Smink, & Drew, 2007). Unless we develop more effective instructional approaches to address this problem, we will fail to develop the potential these students possess to improve their individual lives, as well as our collective lives. It is essential that all students become fully prepared for a wide range of reading experiences so that each and every individual can reach their potential, fulfil their goals, and make our world a better place through their accomplishments.